W.E.B. DuBois, Booker T. Washington, and Jim Crow

Learning Resource Type

Lesson Plan

Subject Area

Social Studies

Grade(s)

6, 11

Overview

Students will use primary sources to compare and contrast the viewpoints of two notable persons (Booker T. Washington & W.E.B. Du Bois) of the early 1900s and identify the influence they had on the civil rights movement, especially the Jim Crow Laws.

This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone Family Foundation in 2009.

Author Information: Tammy Brown (Cohort 1: 2009-2010)

Central Elementary School Madison County School System Huntsville, AL

Social Studies (2010) Grade(s): 6

SS10.6.4

Identify cultural and economic developments in the United States from 1900 through the 1930s.

UP:SS10.6.4

Vocabulary

  • Harlem Renaissance
  • Jazz Age
  • suffragettes
  • suffragists
  • flappers
  • personal credit
  • stock market crash
  • Immigration Act of 1924

Knowledge

Students know:
  • The cultural and economic developments of the early 1900s.

Skills

Students are able to:
  • Characterize the impact of notable people and events that shape our world.
  • Compare multiple points of view to explain economic policies.

Understanding

Students understand that:
  • Major cultural and economic changes took place in the US during the early 1900's.
Social Studies (2010) Grade(s): 6

SS10.6.9

Critique major social and cultural changes in the United States since World War II.

UP:SS10.6.9

Vocabulary

  • Brown vs. Board of Education
  • Montgomery Bus Boycott
  • Freedom Rides
  • Selma-to-Montgomery Voting Rights March
  • Motown
  • AM/FM radio
  • protest songs
  • demonstrations
  • genre
  • political assassinations
  • latchkey children
  • Civil Rights Movement

Knowledge

Students know:
  • The key figures involved in the Civil Rights Movement.
  • The major social and cultural changes that occurred in the United States post WWII.

Skills

Students are able to:
  • Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality.
  • Cite evidence to support changes in social and cultural traditions using primary and secondary sources.
  • Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events.

Understanding

Students understand that:
  • There were important the social and cultural changes that occurred in the U.S. after WWII.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.2

Evaluate social and political origins, accomplishments, and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

UP:SS10.US2.2

Vocabulary

  • textual evidence
  • evaluate
  • cite
  • Progressivism
  • muckraker
  • trust
  • antitrust
  • suffrage
  • temperance movement
  • civil rights
  • trust-busting
  • conservation

Knowledge

Students know:
  • The social, economic, and political origins, accomplishments, and limitations of the Progressive.
  • The impact of the Populist Movement on the role of the federal government in American society.
  • The impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell.
  • The influence and impact of social movements, including: women's suffrage, temperance movement, and civil rights for African-Americans.
  • The influence of specific social groups and influential individuals on the Progressive Era, including: Ida B. Wells-Barnett, the Niagara Movement, the National *Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson.
  • National legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act.
  • The significance of the public education movement initiated by Horace Mann.
  • The impact of the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation.

Skills

Students are able to:
  • Effectively evaluate the complexities, origins, limitations, accomplishments and affects of social and political movements such as the Progressive and Populist Movements.
  • Evaluate the influence of prominent individuals and groups from specific historical time periods on public opinion, social and political movements, and national legislation.
  • Explain national legislation that was influence by and that affected social and political movements.
  • Assess the significance of the public education movement initiated by Horace Mann.
  • Compare the presidential leadership during specific historical periods.
  • Analyze primary and secondary historical sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.

Understanding

Students understand that:
  • There were political, economic, and social origins, accomplishments, and limitations of the Progressive Era and these have impacted American society through the present.

Primary Learning Objectives

The students will be able to:

  • identify two notable persons (Booker T. Washington & W.E.B. Du Bois) of the early 1900s
  • compare and contrast their viewpoints on the Jim Crow Laws
  • explain how each man influenced the civil rights movement

Procedures/Activities

Before:

Engagement/Motivation Activity:
The teacher will ask students to imagine laws such as the following:

  • All blacks shall be required to own real property in order to qualify to vote. (New York)
  • Black children shall be prohibited from attending Pittsburgh schools.
  • No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which Negro men are placed. (Alabama)
  • It shall be unlawful for a Negro and white person to play together or in company with each other at any game of pool or billiards. (Alabama)
  • No colored barber shall serve as a barber [to] white women or girls. (Georgia)
  • The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. (Georgia)

After students react to these laws, the teacher will explain that laws such as these existed in the United States and became known as “Jim Crow” laws.

During:

Step 1 Show slides 1-7 on “Booker T. Washington and W.E.B. Du Bois: Two Paths to Ending Jim Crow” PowerPoint.

Step 2 Ask students the following questions:

  • “What is the purpose of a trade school education?”
  • “What is the purpose of a traditional four-year college education?”
  • “Is either type of post-high school education more valid than the other?” Allow time for student discussion.

Step 3 Divide the class into four groups. Pass out a picture (Smith-Hughes & Howard University Photos under attachments) to each group along with the Photo Analysis Worksheet (under attachments) from the National Archives. Give the groups time to analyze the pictures by answering the questions on the worksheet. After the groups have analyzed the photographs, allow a spokesman from each group to share answers to the questions while the teacher shows the appropriate picture on the PowerPoint (slides 8-11).

Step 4 Show the remaining PowerPoint slides about W. E. B. Du Bois and Booker T. Washington. During the PowerPoint, students will use the Compare/Contrast Matrix to draw their own conclusions about the viewpoints of Washington and Du Bois.  After the PowerPoint, allow students to share their conclusions.

After:

Step 5 Pass out the poem, “Booker T. and W. E. B.” to students. Allow individuals time to silently read the poem. Ask for volunteers to read the poem out loud to the class. Then ask the students, “How does the poem illustrate the differences between Washington and Du Bois?”

Step 6 Remind students of the information given on the PowerPoint concerning the backgrounds of Washington and Du Bois. Ask the students, “How did the backgrounds of each influence their points of view?” Students will Think-Pair- Share. Teacher will call on partners to share their thoughts with the class.

 


Before:

Engagement/Motivation Activity:
The teacher will ask students to imagine laws such as the following:

  • All blacks shall be required to own real property in order to qualify to vote. (New York)
  • Black children shall be prohibited from attending Pittsburgh schools.
  • No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which Negro men are placed. (Alabama)
  • It shall be unlawful for a Negro and white person to play together or in company with each other at any game of pool or billiards. (Alabama)
  • No colored barber shall serve as a barber [to] white women or girls. (Georgia)
  • The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. (Georgia)

After students react to these laws, the teacher will explain that laws such as these existed in the United States and became known as “Jim Crow” laws.

During:

Step 1 Show slides 1-7 on “Booker T. Washington and W.E.B. Du Bois: Two Paths to Ending Jim Crow” PowerPoint.

Step 2 Ask students the following questions:

  • “What is the purpose of a trade school education?”
  • “What is the purpose of a traditional four-year college education?”
  • “Is either type of post-high school education more valid than the other?” Allow time for student discussion.

Step 3 Divide the class into four groups. Pass out a picture (Smith-Hughes & Howard University Photos under attachments) to each group along with the Photo Analysis Worksheet (under attachments) from the National Archives. Give the groups time to analyze the pictures by answering the questions on the worksheet. After the groups have analyzed the photographs, allow a spokesman from each group to share answers to the questions while the teacher shows the appropriate picture on the PowerPoint (slides 8-11).

Step 4 Show the remaining PowerPoint slides about W. E. B. Du Bois and Booker T. Washington. During the PowerPoint, students will use the Compare/Contrast Matrix to draw their own conclusions about the viewpoints of Washington and Du Bois.  After the PowerPoint, allow students to share their conclusions.

After:

Step 5 Pass out the poem, “Booker T. and W. E. B.” to students. Allow individuals time to silently read the poem. Ask for volunteers to read the poem out loud to the class. Then ask the students, “How does the poem illustrate the differences between Washington and Du Bois?”

Step 6 Remind students of the information given on the PowerPoint concerning the backgrounds of Washington and Du Bois. Ask the students, “How did the backgrounds of each influence their points of view?” Students will Think-Pair- Share. Teacher will call on partners to share their thoughts with the class.

 


Before:

Engagement/Motivation Activity:
The teacher will ask students to imagine laws such as the following:

  • All blacks shall be required to own real property in order to qualify to vote. (New York)
  • Black children shall be prohibited from attending Pittsburgh schools.
  • No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which Negro men are placed. (Alabama)
  • It shall be unlawful for a Negro and white person to play together or in company with each other at any game of pool or billiards. (Alabama)
  • No colored barber shall serve as a barber [to] white women or girls. (Georgia)
  • The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. (Georgia)

After students react to these laws, the teacher will explain that laws such as these existed in the United States and became known as “Jim Crow” laws.

During:

Step 1 Show slides 1-7 on “Booker T. Washington and W.E.B. Du Bois: Two Paths to Ending Jim Crow” PowerPoint.

Step 2 Ask students the following questions:

  • “What is the purpose of a trade school education?”
  • “What is the purpose of a traditional four-year college education?”
  • “Is either type of post-high school education more valid than the other?” Allow time for student discussion.

Step 3 Divide the class into four groups. Pass out a picture (Smith-Hughes & Howard University Photos under attachments) to each group along with the Photo Analysis Worksheet (under attachments) from the National Archives. Give the groups time to analyze the pictures by answering the questions on the worksheet. After the groups have analyzed the photographs, allow a spokesman from each group to share answers to the questions while the teacher shows the appropriate picture on the PowerPoint (slides 8-11).

Step 4 Show the remaining PowerPoint slides about W. E. B. Du Bois and Booker T. Washington. During the PowerPoint, students will use the Compare/Contrast Matrix to draw their own conclusions about the viewpoints of Washington and Du Bois.  After the PowerPoint, allow students to share their conclusions.

After:

Step 5 Pass out the poem, “Booker T. and W. E. B.” to students. Allow individuals time to silently read the poem. Ask for volunteers to read the poem out loud to the class. Then ask the students, “How does the poem illustrate the differences between Washington and Du Bois?”

Step 6 Remind students of the information given on the PowerPoint concerning the backgrounds of Washington and Du Bois. Ask the students, “How did the backgrounds of each influence their points of view?” Students will Think-Pair- Share. Teacher will call on partners to share their thoughts with the class.

 


Before:

Engagement/Motivation Activity:
The teacher will ask students to imagine laws such as the following:

  • All blacks shall be required to own real property in order to qualify to vote. (New York)
  • Black children shall be prohibited from attending Pittsburgh schools.
  • No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which Negro men are placed. (Alabama)
  • It shall be unlawful for a Negro and white person to play together or in company with each other at any game of pool or billiards. (Alabama)
  • No colored barber shall serve as a barber [to] white women or girls. (Georgia)
  • The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. (Georgia)

After students react to these laws, the teacher will explain that laws such as these existed in the United States and became known as “Jim Crow” laws.

During:

Step 1 Show slides 1-7 on “Booker T. Washington and W.E.B. Du Bois: Two Paths to Ending Jim Crow” PowerPoint.

Step 2 Ask students the following questions:

  • “What is the purpose of a trade school education?”
  • “What is the purpose of a traditional four-year college education?”
  • “Is either type of post-high school education more valid than the other?” Allow time for student discussion.

Step 3 Divide the class into four groups. Pass out a picture (Smith-Hughes & Howard University Photos under attachments) to each group along with the Photo Analysis Worksheet (under attachments) from the National Archives. Give the groups time to analyze the pictures by answering the questions on the worksheet. After the groups have analyzed the photographs, allow a spokesman from each group to share answers to the questions while the teacher shows the appropriate picture on the PowerPoint (slides 8-11).

Step 4 Show the remaining PowerPoint slides about W. E. B. Du Bois and Booker T. Washington. During the PowerPoint, students will use the Compare/Contrast Matrix to draw their own conclusions about the viewpoints of Washington and Du Bois.  After the PowerPoint, allow students to share their conclusions.

After:

Step 5 Pass out the poem, “Booker T. and W. E. B.” to students. Allow individuals time to silently read the poem. Ask for volunteers to read the poem out loud to the class. Then ask the students, “How does the poem illustrate the differences between Washington and Du Bois?”

Step 6 Remind students of the information given on the PowerPoint concerning the backgrounds of Washington and Du Bois. Ask the students, “How did the backgrounds of each influence their points of view?” Students will Think-Pair- Share. Teacher will call on partners to share their thoughts with the class.

 


Before:

Engagement/Motivation Activity:
The teacher will ask students to imagine laws such as the following:

  • All blacks shall be required to own real property in order to qualify to vote. (New York)
  • Black children shall be prohibited from attending Pittsburgh schools.
  • No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which Negro men are placed. (Alabama)
  • It shall be unlawful for a Negro and white person to play together or in company with each other at any game of pool or billiards. (Alabama)
  • No colored barber shall serve as a barber [to] white women or girls. (Georgia)
  • The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. (Georgia)

After students react to these laws, the teacher will explain that laws such as these existed in the United States and became known as “Jim Crow” laws.

During:

Step 1 Show slides 1-7 on “Booker T. Washington and W.E.B. Du Bois: Two Paths to Ending Jim Crow” PowerPoint.

Step 2 Ask students the following questions:

  • “What is the purpose of a trade school education?”
  • “What is the purpose of a traditional four-year college education?”
  • “Is either type of post-high school education more valid than the other?” Allow time for student discussion.

Step 3 Divide the class into four groups. Pass out a picture (Smith-Hughes & Howard University Photos under attachments) to each group along with the Photo Analysis Worksheet (under attachments) from the National Archives. Give the groups time to analyze the pictures by answering the questions on the worksheet. After the groups have analyzed the photographs, allow a spokesman from each group to share answers to the questions while the teacher shows the appropriate picture on the PowerPoint (slides 8-11).

Step 4 Show the remaining PowerPoint slides about W. E. B. Du Bois and Booker T. Washington. During the PowerPoint, students will use the Compare/Contrast Matrix to draw their own conclusions about the viewpoints of Washington and Du Bois.  After the PowerPoint, allow students to share their conclusions.

After:

Step 5 Pass out the poem, “Booker T. and W. E. B.” to students. Allow individuals time to silently read the poem. Ask for volunteers to read the poem out loud to the class. Then ask the students, “How does the poem illustrate the differences between Washington and Du Bois?”

Step 6 Remind students of the information given on the PowerPoint concerning the backgrounds of Washington and Du Bois. Ask the students, “How did the backgrounds of each influence their points of view?” Students will Think-Pair- Share. Teacher will call on partners to share their thoughts with the class.

 


Before:

Engagement/Motivation Activity:
The teacher will ask students to imagine laws such as the following:

  • All blacks shall be required to own real property in order to qualify to vote. (New York)
  • Black children shall be prohibited from attending Pittsburgh schools.
  • No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which Negro men are placed. (Alabama)
  • It shall be unlawful for a Negro and white person to play together or in company with each other at any game of pool or billiards. (Alabama)
  • No colored barber shall serve as a barber [to] white women or girls. (Georgia)
  • The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. (Georgia)

After students react to these laws, the teacher will explain that laws such as these existed in the United States and became known as “Jim Crow” laws.

During:

Step 1 Show slides 1-7 on “Booker T. Washington and W.E.B. Du Bois: Two Paths to Ending Jim Crow” PowerPoint.

Step 2 Ask students the following questions:

  • “What is the purpose of a trade school education?”
  • “What is the purpose of a traditional four-year college education?”
  • “Is either type of post-high school education more valid than the other?” Allow time for student discussion.

Step 3 Divide the class into four groups. Pass out a picture (Smith-Hughes & Howard University Photos under attachments) to each group along with the Photo Analysis Worksheet (under attachments) from the National Archives. Give the groups time to analyze the pictures by answering the questions on the worksheet. After the groups have analyzed the photographs, allow a spokesman from each group to share answers to the questions while the teacher shows the appropriate picture on the PowerPoint (slides 8-11).

Step 4 Show the remaining PowerPoint slides about W. E. B. Du Bois and Booker T. Washington. During the PowerPoint, students will use the Compare/Contrast Matrix to draw their own conclusions about the viewpoints of Washington and Du Bois.  After the PowerPoint, allow students to share their conclusions.

After:

Step 5 Pass out the poem, “Booker T. and W. E. B.” to students. Allow individuals time to silently read the poem. Ask for volunteers to read the poem out loud to the class. Then ask the students, “How does the poem illustrate the differences between Washington and Du Bois?”

Step 6 Remind students of the information given on the PowerPoint concerning the backgrounds of Washington and Du Bois. Ask the students, “How did the backgrounds of each influence their points of view?” Students will Think-Pair- Share. Teacher will call on partners to share their thoughts with the class.

 

Assessment Strategies

Grade the Compare/Contrast Matrix for accuracy. Consider both men's views on civil rights, political power, and education for African Americans.

Acceleration

Students can research other notable persons of the civil rights movement such as Dr. Martin Luther King, Jr. and Malcolm X and compare & contrast their views to Booker T. Washington and W.E.B. Du Bois.

Intervention

Students needing reinforcement may watch the videos on Booker T. Washington and W.E.B. Du Bois 

Total Duration

31 to 60 Minutes

Background/Preparation

  • The students should be familiar with the 13th, 14th, and 15th Amendments to the United States Constitution.

Materials and Resources

Technology Resources Needed

  • Computer with internet access
  • LCD projector 
  • PowerPoint

Approved Date

2015-10-20
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